Digital competence is crucial for technology integration in education, with teacher educators playing a vital role in preparing student teachers for digitalized environments. In our conceptualization of teachers' digital competence (TDC), we emphasize its embeddedness in a professional context. The Digital Competence for Educators (DigCompEdu)…

This research considers the need to train teachers who can effectively integrate technology for teaching and learning mathematics. The primary goal of this research is to showcase a successful training experience by identifying and describing some indicators of the technological pedagogical content knowledge acquired by pre-service early childhood…

E-learning has gained popularity as a method of delivering education recently and offers many advantages to enhance the learning experience for students. Technology allows teachers to design more interactive and engaging lessons that cater to different learning styles. It can also provide opportunities for teachers to incorporate virtual…

The integration of computer-assisted language learning (CALL) has held increasing interest among the community over the last three decades. One paper which has taken stock of this interest and modelled the factors that impact integration has been written by Hong (2010). While Hong's model has significantly contributed to understanding technology…

This research studied self-directed learning in online English reading of seven secondary school students who attended a ten-week Computer-Assisted Language Learning (CALL) learner training. The CALL learner training was sequenced using Knowles's (1975) six steps of self-directed learning, which were setting climate, analyzing needs, setting…

The evaluation of in-service teacher educators ' feedback on using Computer-Assisted Language Learning (CALL) processes is important for providing educational policymakers with the strengths and weaknesses of the Vadana platform. It proposes an integrated CALL evaluation scale (ICES) eliciting the in-service teacher educators' literacy of using…

Research on computer-assisted language learning (CALL) and educational information/communication technology (ICT) often asks what a given technology is, what it can do, and what it is for. Answers to these questions, often following technological determinist or instrumental models of technology, centre human agency in determining the function a…

Integrated classrooms and 1:1 initiatives are growing in popularity and maturity. Each year, new school- and district-wide 1:1 initiatives launch. Even if schools are not yet a 1:1 environment, teachers and students likely incorporate and encounter more technology with each passing semester. While new initiatives launch each year, the first wave…

This investigation utilized a phenomenological approach to investigate the experience of English language educators in employing artificial intelligence (AI) tools into English language learning. The study used purposive sampling and 20 participants were interviewed. The data analysis was guided by Bronfenbrenner's (1979) ecological systems…

Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing…

The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen. As has been widely noted, lockdowns forced teaching into remote modes, making technology indispensable.…

In this paper, we report findings from a systematic mapping study, conducted to review the existing literature on collaborative educational environments incorporating mixed reality technologies. There is increasing interest in mixed reality technologies in education, especially with the introduction of new over head mounted displays (OHMDs), such…

The present study reports the process of developing and validating a self-report questionnaire that can be employed to examine technological pedagogical content knowledge (TPACK) perceptions of Iranian EFL teachers. To conduct the study, a survey instrument consisting of items adapted from two existing TPACK-based survey instruments was generated.…

Current trends in CALL such as mobile learning, gamification, and use of social media appear to represent major shifts in the digital language learning landscape. However, these and other applications of technology to mediate language learning may be informed by reflecting not only on the present but perhaps more importantly on relevant insights…

Despite a consensus that technologies facilitate English as a Foreign Language (EFL) teaching, Chinese EFL teachers are not using technologies at the optimal level of expectation. To address the problem of ineffective technology use, this study purports to delineate the interactions among three teacher internal variables (i.e., Technological…